p THE BOARD OF PUBLIC EDUCATION 



SCHOOL DISTRICT OF PHILADELPHIA 
PENNSYLVANIA 



PHYSICAL TRAINING 

FOR 

SPECIAL CLASSES 

OF 

THE ELEMENTARY SCHOOLS 



Printed by the pupils of 
The Philadelphia Trades School 

1916 



PHYSICAL TRAINING FOR SPECIAL CLASSES 
OF TPIE ELEMENTARY SCHOOLS 



HOW TO USE THE PHYSICAL TRAINING HANDBOOK No. 1 

(Exercises for Regular Grades 1, 2 and 3) 

In Special Classes 



Games, Plays and Other Exercises 

With Suggestions for 
Adaptation to Special Class Work 



Compiled and Arranged 

BY 

Elizabeth O'Neill 

Assistant to the Director of Physical Education 



Oliver P. Cornman, . William A. Stecher, 

Associate Superintendent. Director of Physical Education. 

John P. Garber, 
Superintendent of Schools, 






Copyrig-ht applied for 1917 



/ 



©C1.A477196 
OCT 24 1917 



PREFATORY NOTE 

Physical training may be regarded as even more import- 
ant for pupils of the special classes than for the children of 
the regular grades. It not only is essential for the correction 
or amelioration of physical defects and in establishing the 
proper physical basis for mental growth; but it also furnishes 
one of the best channels through which the mind of the siib- 
normial child may be reached and its intellectual, afiective and 
volitional processes stimulated and developed. 

The problems, however, presented by the children cf the 
special classes are so different from those encountsrsd in reg- 
ular grade work, that the ordinary methods of procedure must 
be greatly modified to meet the special class conditions. 

The several kinds of special classes require more or less 
diff'erent kinds of work, and the difi'erent pupils (graded not 
in accordance with conventional school standards but classi- 
fied on the basis of mentality as of Group A, institutional 
type; Group B, inherently backward; or Group C, somewhat 
higher capacity) must have the work varied to suit their 
individual abilities and needs. 

The teacher is in need of specific help in this field. The 
attempt, therefore, has been made to explain how the exer- 
cises of the manual for regular grades one, two and three may 
be modified for use in special classes. 

The more formal exercises should be supplemented, indeed, 
in some cases they should be supplanted, by games, plays and 
other exercises which combine physical training with mental 
recreation and stimulation. Accordingly a considerable num- 
ber of such exercises have been collated and included in this 
pamphlet together with detailed suggestions for their adap- 
tation to the difficult conditions of the special class. 

This material has been gathered from many sources. 
Grateful acknowledgements are made to the following pub- 
lishers for permission to use selections from their copyrighted 
publications: — Lathrop, Lee and Shepard: "How Thej^ Sleep" 
from Babyland; "Do You Guess It Is I" from Little Songs by 
Eliza Lee Foilen ; "Who Likes the Rain" by Clara Doty Bates ; 
"The Beehive and Anthill" from Finger Songs and Plays by 
Emilie Poulson. Milton Bradley Company: "The Five Little 
Fairies;" "The Pigeons;" "The Barnyard" from Rhymes For 
Little Hands by Maud Burnham ; Riddles and Guessing Rhymes 
by Prudence M. Kenner. The McClure Company: "Riddles" 
taken from Pinafore Palace "Guess Me Quicks." Charles 
Scribner's Sons : "One and One" by Mary Mapes Dodge from. 
"Rhymes and Jingles." Clayton F. Summy Co. : "A Lesson in 
Arithmetic" ; "Addition and Subtraction" by Mrs. A. C. D. 
Riley from "Lilts and Lyrics." 



The other poems found in this collection have come from 
books such as Songs, Games and Ehymes, Kallmann; Mother 
Play Songs — Blow — Songs of the Child World, Gaynor, It 
has not been possible to determine the authorship of some of 
the oldest and most familiar of the nonsense rhymes and 
other poems. 

The sense training games and plays in Part II were 
arranged by a committee of principals and special class 
teachers under the direction of the Department of Superin- 
tendence, and have been used with success in the various 
classes for several years. 

The writer also wishes to record her indebtedness to Mr. 
William A. Stecher, Director of Physical Education, and Dr. 
Oliver P. Cornman, Associate Superintendent in charge of 
special classes, for the many helpful criticisms and suggestions 
which were freely given by them during the preparation of 
this little manual. It is hoped that it will prove of service to 
teachers engaged in this interesting but arduous field of work. 

Elizabeth O'Neill. 



PART I 

GENERAL Considerations, Adaptation of Exercises of Handbook to 

THE Various Kinds of Special Classes and for Work with 

THE Several Groups of Pupils. 

Most forms of the physical training exercises used in the 
regular classes may also be used in the special classes. In 
these classes, however, the physical training materials will be 
used largely for educational rather than for hygienic ends. 

The physical training handbook No. 1, containing exer- 
cises for school grades one, two and three has these exercises 
grouped as follows: 

I. Free Exercises. 

IL Rhythmic Steps. 

III. Games and Plays. 

IV. Track and Field Work. 
V. Apparatus Work. 

These exercises can be followed quite closely by pupils of 
the B and C groups, if the teacher of the special classes will 
remember that her work must proceed more slowly than the 
work in the regular grades. If the class is a mixed class, con- 
taining A, B and C groups, the tactics should be omitted, and 
the class arranged so as to cause the least confusion in moving 
from place to place for gymnastics or games. 

If there are children in these classes who cannot follow 
all the commands of a lesson they should be permitted to do 
as much as they are capable of doing, and then, perhaps, to 
stand aside, or to sit and watch the others who can proceed 
further. 

The parts or divisions of a regular gymnastic lesson for 
normal children may be given as outlined in the handbook, or 
divided into as many periods as in the judgment of the teacher 
may seem best for her class. For instance, the free exercises, 
games, rhythmic steps or apparatus work may each be given 
at a different period of the daily program. Each outlined 
lesson in gymnastics should be repeated and varied until the 
response shows the ability of the pupils to follow quick com- 
mands, or to quickly imitate a succession of movements already 
learned. Classes composed of children doing the work cor- 
responding to regular grades, second to fifth inclusive, are 
mentally capable of foilov/ing the physical work arranged for 
normal children in the third grade. 

In special classes composed largely of pupils of the C 
group of the disciplinary type, the teacher's commands should 
be quick, and she should insist upon quick response. These 
children should know many good games selected from the list, 
and should be taught some of the team games. 



Competitive games and races have a distinct place. They 
should be used not only to quicken mental processes, but to 
quicken the interaction of the eye, the ear and the hand 
through movements where the action must be quick or failure 
follows. 

The physical work for the A and B groups should consist 
mainly of gymnastic and dramatic plays and games em.ploying 
the larger muscle masses. The work should differ from that 
of the normal grades, following more closely kindergarten 
methods. There should be as much freedom and spontaneity 
in the games and plays as possible. 

The gymnastic work should consist mainly of rhythmic 
exercises. Exercises with music would be most valuable, 
Plato said, "Musical training is a more potent instrument than 
any other, because rhythm and harmony make their way into 
the secret recesses of the soul in which they do mightily 
fasten." Much that is rhythmic in games and dramatic ex- 
pression will stimulate response and action, and quicken the 
imagination. For children of the lowest type of the A group 
many of the gymnastic movements can be started in a very 
simple rhythmic way; for instance, using the song-game, "Did 
you ever see a lassie (or laddie) do this way and that?"; 
during the singing, "do this way and that" perform any of 
the movements contained in the free exercises outlined for the 
first grade, A humorous motive can be added later — playing 
Punchinello. 

There should also be much opportunity given for exercis- 
ing the large muscles through play — acting out experiences; 
for instance, taking trips to the seashore or country, imitating 
the train, running on the beach, treading in the sand, picking 
up pebbles and throwing them into the water, jumping the 
waves, playing fireman, engine, truck, running to the fire, un- 
winding hose, climbing ladder, playing crossing over a brook, 
stepping stones, etc. 

For many classes, exercises of this character should pre- 
cede the more formal exercises by command, as outlined in 
the handbook. 

Games and plays having a spirit of rollicking fun should 
be a part of the daily program, humorous rhymes, stories or 
dramatic plays; for instance, Mr. Duck and Mr. Turkey; the 
Frog in the Neidlinger book. 

A frog came out of the pond one day, 
And found himself in the rain, 
Said he, "I'll get wet and may catch cold," 
So he jumped in the pond again. 

6 



To play this, the children form a circle to represent a 
pond; one child in the circle is the frog. At the words, "A 
frog came out of a pond one day," the child jumps to the 
circle edge representing the bank, stands up, and at the words, 
"Jumped in the pond again," does as the words indicate. 

"Mr. Duck went to call on Mr. Turkey." Action is suited 
to the words, the duck walks in a waddling fashion. 

If the games outlined in the handbook for 1st and 2d 
grades are too difficult, they may be preceded or supplemented 
by the following games : 

SOCIAL GAMES: 

As I Was Going Down the Street Hof er 

Lads and Lassies Go a Walking " 

ACTIVITY GAMES: 

Five Frisky Ponies (without song) 

My Pony Lilts and Lyrics 

Jog, Jog, Jog Bentley 

I Would Like To Go To Shetland (Manuscript) 

The Train Bentley 

Indians " 

Giants Gaynor No. 1 

The Stepping Stones " No. 1 

The Feather Game " No. 2 

RUNNING GAMES or GAMES OF PURSUIT: 

We All Stand Here Stecher 

Squirrel " 

Drop the Handkerchief " 

ACTIVITY GAMES: (where rhythm is dominant) 

See-Saw Neidlinger 

Up Dovv^n Bentley 

The Swing (chorus) Gaynor No. 2 

Rocking Horse Eleanor Smith 

IMITATION GAMES: 

I Am a Young Musician Hof er 

Laddie and Lassie Stecher 

Looby Loo Hof er 

Punchinello " 

Clapping Song Gaynor No. 1 

This Way and That Lilts and Lyrics 

SKIPPING GAMES: 

How Do You Do, My Partner ? Hof er 

Will You Dance With Me? Stecher 

Muffin Man 

Let Your Feet Tramp, Tramp Hubbard 

Oats, Peas, Beans and Barley Grow Hofer 



WINDING GAMES: 

The Thread Follows the Needle Crawford 

Snail Hof er 

GAMES FOR THE ORTHOPEDIC CLASSES: 

Many of the song games suggested above can be adapted to 
the pecuhar needs of these classes, for instance: The Clap- 
ping Song, Giants, See-Saw, Laddie and Lassie, Finger Plays 
and Sense Games, Bean-Bag Games, Ring Toss, Spin the Plat- 
ter, Catch the Wand. 

■GAMES FOR THE OPEN-WINDOW CLASSES: 

These classes should use some of the recreation drills as 
arranged in the physical training handbook corresponding to 
the school grades represented. If pupils from 1 to 4 grades are 
in one class, the free exercises for the 2d year should be used ; 
also active games listed like tag games, running races, jump- 
ing rope, or song games, like Oats, Peas, Beans ; MufRn Man ; 
Did You Ever See a Lassie? Will You Dance With Me? 
Jolly Miller; Mow the Oats. Care should be taken that these 
pupils do not play until exhausted. 

OPEN-AIR CLASSES: 

These classes should freely use the breathing exercises 
as arranged in the physical training handbook, also sense 
games and games selected from the list of bean-bag and ball 
games, in which the pleasure and exhilaration are produced 
through rhythmic movement, rather than by strenuous exer- 
cises; for instance, Looby Loo, Laddie and Lassie; Shoe- 
maker, Shoemaker, Mend My Shoe. Active gymnastic games 
should be introduced very gradually and carefully. Gymnastic 
exercises and gymnastic games calling for vigorous activity 
may be introduced at the discretion of each teacher of Open- 
Air Classes, or upon the advice of the medical inspector or 
physical training assistant. Care should be taken that these 
pupils do not play too vigorously or too long. 



PART II 

SENSE EXERCISES 

Sequence op Games and Plays with Simple Apparatus. 
The term "sense exercises" may be applied to any series 
of lessons, which has as its basis activities especially devised 
for the methodical exercise or training of the senses. The 
purpose of sense training is the development of the powers 
of observation. Observation implies careful attention and the 
working up of the sense material into clear mental images. 
Developing powers of observation is training in habits of care- 
ful inspection. Readiness and completeness of recollection 
after an interval are the determining factors in measuring the 
result of the training. 

8 



In order to secure careful attention on the part of the 
pupils and furnish a means of inciting the recall of the sense 
impressions, the sense exercises are given in connection with 
play and language games. 

The children having had experience in use of ail the 
senses, and the class interest being a community interest, the 
exercises here presented begin with sight. 

As children are more interested in people and easily learn 
to distinguish them by their general appearance and their 
voices, the exercises of sight and hearing are in the following 
order : 

(a) Exercises with people. 

(b) Exercises with things. 

(c) Exercises with qualities of things. 

SIGHT EXERCISES 
(a) WITH PEOPLE: Hiding Games. 

1. Stand three children in front of class. 
One of three leaves place and hides. 
Who has gone? 

1 In this exercise the pupils at their seats keep their eyes 
open. The difficulty may be increased by having more and 
more children in front of class, or by having pupils leave seats. 
By requiring a description of pupil hiding, a higher degree 
of observation and more language work may be introduced in 
the game. This exercise is preparation for 

2. Stand three children in front of class. 
Pupils in class close eyes. 

One of three leaves and hides. 
Open Eyes ! Who has gone ? 

The difficulty may be increased as in previous exercise. 
The following rhymes may be used to advantage with each 
exercise : 

"Now tell, little children, who has gone from the ring. 
If you guess rightly, we'll clap and we'll sing!" 

"One, two, three, four, five, six, seven, eight, nine, ten. 
If you can't guess the first time, you may try again." 

3. Bhndfold a child. 

Raise edge of blindfold and let him see part of 

the dress of another. 
Who is it ? 

4. Blind Man's Buff. 

Play with three in a ring. 

The blind man attempts to catch one of the 
three. 



(b) WITH THINGS: Hiding Games. 

1. Hold object before class. 
Pupils close eyes. 
Object ''hidden in sight." 
Pupils search for hidden object. 

Play other games, e. g, — "Hot Buttei" Blue 
Beans," 'T Spy." 

2. Place three colored balls before child. 
BKndfold child. 

Oi^e ball is taken away. 

First is taken. What color is taken? 

Red is taken. Fi^om what place was it taken ? 

Increase difficulty by increasing the number of balls, first 
removing one, then two or three. 

"If your guess is sure and true, 
Then we will all clap for you." 

3. Rainbow Game. 

Teacher holds up card with word "red" upon it. Asks cjiild 
to find a ball of that color and stand in the front of the room. 
Continue until all of the colors have been presented. Teacher 
holds up a card, and asks child to take card and stand beside 
the one who has a ball of corresponding color. Continue until 
all of the cards have been disposed of. Name colors. 

4. Color Matching Game. 

Paste colored squares, oblongs, circles and other forms of 
different colors upon cards. Place a number of these cards 
upon blackboard ledge. Teacher shows a duplicate of one of 
the cards for an instant, and asks a child to match the color 
seen, to hold it up, and say, "My color is RED, like yours." 
Proceed in this way until all the colors have been matched. 

5. Observation Games. 

Children walk around the room. 
What did you see ? 
. Who saw the greatest number of things ? Name 
things. 
As an increased difficulty of this exercise, use the follow- 
ing: Put doll, box, shoe, nut, marble, ball, knife, bottle, ink- 
stand, and bell on table. Let the children observe, go away and 
tell how many things they see, or write what they see. Vv^ho 
saw the largest number ? 

6. Guessing Games. 

Blindfold a child. 

Teacher holds up object and says, "I have some- 
thing red." 
Child asks, "Is it round or square?" 
Guesses name of object. 

10 



7. Sorting Games. 

Teacher or children collect leaves. Let children put leaves 
that are alike together, as maple, poplar, horse chestnut, etc. 
The same games may be played with nuts, seeds, grains, ir- 
regular forms, alphabetical letters, etc. 

8. Naming" Games. 

To teach the names and ready recognition of the leaves, 
show a maple twig with leaves on it, and have children tell 
from what tree it was taken. Hold up a poplar twig with 
leaves upon it, and have children tell from what tree it w^as 
taken. Continue this vv^ay until several kinds have been used. 
Have the children bring many leaves and place them on the 
table. Show a maple twig vdth leaves on it, remove it, and 
have a child, or a number of children, pass the table and find 
leaves like those on the twig. Show another twig from a tree 
familiar to the children, after an instant remove it, and have 
the children find leaves exactly like the ones on the twig. 

9. Thimble Ring. 

All the players but o^e form a circle, each one clasping 
with his left hand the right wrist of his left-hand neighbor. 
This leaves all of the right hands free and all the left hands 
occupied. The odd player stands in the center of the circle, and 
tries to detect who holds the thimble that is passed from hand 
to hand. Each player in the circle places his right first in the 
hand of his neighbor on the left, v/hile the entire circle repeats 
th«se lines: 

"The thimble is going, I don't know where ; 
It is first over here, and th^n over there." 

When the player in the center thinks he knows who has 
the thimble, he goes up to him and says, "My lady's lost her 
thimble, have you it?" If correct, these two players change 
places. If incorrect, the one who is "It" demands of the player 
addressed to find it. This player in turn has one guess. If 
correct, he takes the place of the one who has the thimble, 
and the one who was "It" taking the vacant place in the circle, 
the one who held the thimble going to the center. Should the 
player be incorrect in his guess, he changes places with the 
one in the center. 

(e) Qualities op Things: 

1. Guessing Games. 

1st step. Descriptions of persons, things or parts of a room, as 
"I see something made of wood, of clay, of tin, of iron, of 
glass, etc." 

2d step. "I see something made of wool, red and round," etc. 



11 



HEARING EXERCISES 
(a) WITH PEOPLE: 

1. Knowing Voices, 

1st step. One child says, "Good morning," back of another 
child, who tells who is speaking. 

2d step. Repeat exercise, having child who is speaking, stand 
in different part of the room, tell who is speaking and what 
part of the room. 

3d step. Eyes closed. Teacher touches child who runs outside. 
As soon as he raps at door, some child asks, "Who is call- 
ing?" Child outside answers, "It is I." Children guess 
who it is. 

4th step. A certain number of children cover eyes. A certain 
number of children hide. They call "Whoop." Children 
uncover eyes, and tell where others are by sound. 

5th step. Two or three children turn their backs. Others 
speak. One says, "Good morning," another, "It rains." 
Pupils having back turned tell who spoke and what was 
said by each. 

Have the children form a circle. Blindfold a child, give 
him a pointer and place him in the center of the circle. At a 
given signal the children are to move until the floor is tapped 
with the pointer, when they are to stop immediately. The 
child in the center must point to some one who is to take hold 
of the pointer. The one who is blindfolded asks, "Who is it ?" 
The child holding the pointer answers, "It is I." If the child's 
name can be given correctly, he is the one to be blindfolded 
and take his place in the center of the circle. 

2. Knowing Times. 

Teacher sings a tune or plays a melody. 
Children tell what is sung or played. 

3. Knowing Noise. 

Blindfold child. 

Let two people walk across floor. 

How many walking together? 

4. Rhyming Games. 

1st step. Children rhyme words. One child says "fail"; an- 
other rhymes it, i. e., says, "haul," "call," "ball," "tall," 
etc. 
2d step. One child recites "Little Jack Horner" 

Sat in a (corner)." Last word 
to be filled out by other child. 

"Little Miss Muffet sat on a ." Fill out rhyme. 

3d step. A longer poem, as: 

" 'Twas the night before Christmas 

When all through the 

Not a creature was stirring. 
Not even a ." 

12 



5. Silent Game. 

The children must be able to read the lips. A leader 
stands in a corner of the room. Then children sit in order. 
The leader whispers — but not loud enough to be heard — a 
child's name. The child must rise and come to the front of 
the room without a sound. Those making- a sound or not re- 
sponding when names are called must remain in their seats. 

(b) WITH THINGS: 

1. Souiid of Things. 

Pupils close eyes. 

Teacher strikes tin pan or other object. 

What was struck? 

Vary the exercise by dropping articles. As preparation 
for this exercise the children are taught to recognize the 
sounds when glass, wood, tin, iron, etc., are struck. For in- 
creased difficulty place keys in tin box, wooden box, glass, jar, 
cardboard box, etc. Rattle box and have pupils tell kind. 

2. Sounds of Bells. 

Pupils close eyes. 

Teacher rings bell. 

What kind of bell was rung? 

The pupils are prepared for this exercise by having the 
bells rung and the sounds designated as school bell, dinner 
bell, bicycle bell, etc. 

3. Counting Sounds. 

Teacher taps upon table. 

Pupils tell how many iimes teacher tapped. 

The difficulty may be increased by tapping upon iron, 
glass, etc., and having pupils tell how many times the teacher 
tapped, and upon what the teacher tapped. 



EXERCISES WITH TOUCH 

1. Recognizing by Touch. 

1st step. Objects on table. Show them to child. Blindfold 
child. Place objects in hand. Have them feel and name 
object: 

" "Though your little eyes are blinded 
Your little hands can feel ." 

2d step. Have a number of objects. Do not let the child see 
beforehand. Blindfold. Let child feel objects and name 
them. 

2. Put in a bag, a whisk, chalk, a bottle, etc. 
Let child feel in the bag and tell what he has. 

13 



3. Drawing 

Blindfold child and have him tell name of model 
by feeling. 
(Teach hard and soft, rough and smooth, round and 
square, in the same manner), such as "hard ball," "soft ball," 
wood, pin-cushion. 

Smooth — glass, leather, satin. 

Rough — carpet, etc. 

Use samples of wool, cotton, silk, etc. 

EXERCISES WITH SMELL 
1. Recogrrazing common objects and iov/ers. 
Blindfold child. 
Have him smell coffee. 
V/hat do you smell ? 

As preparation for this game, many lessons should be 
given in distinguishing strongly contrasting things, as coffee, 
tea, vinegar, soap, onion, spices, flowers, etc. 

EXERCISE SENSES TOGETHER 

1. Blindfold child. 
Child smells flower. 

Tells flower by description, e. g. : 

'That is a small violet flower." 
''That flower has five petals," etc. 

2. Hide tlie Thimble-- -Hot Better Blue Beans. 
One player is sent from the room. One of those remaining 

hides a thimble, a cork, or other object that has been pre- 
viously shown to the absent one. When the object is hidden, 
the absent player is recalled and proceeds to hunt for the 
hidden object. While he is doing this, the others sing or clap 
their hands; when the hunter is far from the object, lightly; 
when he approaches it, sounds are to giov^ louder. 

3. A Grouping Lesson. 

Things together. Give name, form and group according 
to designated characteristics. Place blue objects with blue. 
Find ball — place vv^itli round things. Place soft objects to- 
gether in group. Find how one object may belong to several 
groups. ' 

4. Memory. 

Tell "Susie's Dream" (Kindergarten Manuscript — Miss 
Williams), "Wake-Up Story" (In the Child's World— Pouls- 
son), or any other story that has a concrete basis in which 
interest lies in each thing. 

"I am thinking of an animal that has two wings and 
scratches." , 

Imagination — "The old, old lady." 

14 



SENSORY MOTOR EXERCISES 

EYE TRAINING 

Place a box iii the front of the room. Give each child a 
bean bag. At a given signal, tell the children to run around 
the room, and as they pass the box, throv\^ the bags into it. 
Those failing to do so are out of the game. The successful 
ones may take the bags and run again. 

1. Hoop Game. 

Have a child hold a hoop in a vertical position. Give each 
child in the ring a bean bag and let him attempt to throw it 
through the hoop. The row sending the greatest number of 
bags through the hoop wins. 

2. Ball in Ring. 

'Tn m.y hand a ball I hold, 'till upon the floor 'tis rolled." 
Draw circle first, two circles, etc. Aiming. 

3. Target Toss. 

Three concentric circles should be drawn on the ground 
or floor. Their size will depend upon the skill of the players. 
Each player throws three bean bags, or if out of doors, small 
blocks of wood or shells. The thrower stands with his toe on 
the throwing line, and tosses the bags. If the bag stops on 
the center circle, it scores fifteen; if between the center and 
the next larger circle, it scores ten points; if between the 
middle and largest or outer one, it scores five points. 

For very small children, a bag that lands on a line may 
score for the larger circle for which it touches. For more 
expert players, a bag landing on a line does not score at all. 
The jilayer wins who has the highest score in five rounds of 
the game. 



SONG GAMES 

Gymnastic and Representative Plays as used in the Nor- 
mal School Kindergarten Training Course may be found in 
the following books: 

Gaynor Books. Bentley Books. 

Merry Songs and Games. Neidlinger Books. 

Eleanor Smith, Nos. I, II, III. Jenks and Walker Books. 

Knowlton's Books, Poulsson's Books. 
Hofer's Rhythms. 

GAMES AND PLAY 

Games for older children to be used from "Philadelphia 
Handbook," and Mr. Stecher's Book of Games. 

15 



GRADED GAMES AND PLAYS WITH SIMPLE APPARATUS 

The games following have been arranged in a sequence 
to show a progression in development from the simplest to 
the more complex forms of the various plays suggested for 
the ball, bean bag, jumping rope and foilow-the-leader. 

The games should be selected according to the mental de- 
velopment and special needs of the children playing. Games 
of catching and throwing the ball have been found to be par- 
ticularly helpful in some forms of hysteria. They are so 
arranged that groups of children may play ball or bean-bag 
games in the grade of difficulty best suited to the develpoment 
of the members of the groups playing together. 

For instance, one group of eight children may be arranged 
in two lines facing and roll the ball, beginning with No. 1 of 
one line, across to No. 1 of the opposite side, and so on. An- 
other group of four children may take turns rolling the ball 
into a circle drawn upon the ground in chalk, or they may 
toss a bean-bag into one of two or more concentric circles, 
according to the progression of difficulty they may be ready 
to take. Another group of four may toss a ball or bean-bag 
into a basket. A child who has become skillful in a game 
should be selected to become a leader to take charge of a group 
of children who cannot play the game. 



FOR RHYTHMIC PLAYS WITH THE BALL 

Now let us bounce and catch the ball (repeat 3 times) 
Now we will bounce and catch the ball. 

Now let us toss and catch the ball — repeat as before. 

Now let us throw and catch the ball — repeat as before. 

Now let us bound and catch the ball. 

May be sung to the tune of Cris Cradle. 

— Hubbard Merry Songs and Games. 

SEQUENCE OF BALL GAMES 



(1) Without definite aim. 

"First to one child, then another." 

(May be formulated in song) — Blow. 

(2) With definite aim, using same songs. 

a. Roll to child in center of ring. 
"One, two, three, roll." 
"Eoll over, come back here." 

Merry Songs and Games. — Hubbard. 

16 



b. Class divided in two lines, opposite children roil to 
each other. 

(a) One ball for two people. 

(b) Two balls for two people at same time. 

c. Eoll at a mark. 

d. Roll into chalk ring. Make more difficult as class 
gets more expert by drawing the ring smaller. 

e. Roll through arch. May be made more attractive 
as a game if a tiny bell is suspended so that the 
ball will touch it and ring it if the ball goes through 
the arch. 

Tossing. 

(1) Into the basket. Make more difficult by increasing 
the distance the child stands from the basket. 

(2) At a mark. Draw a circle on the board. As the chil- 
dren gain in proficiency make circles within circles 
until the mark resembles a target with a bull's eye. 
Numbers may be written in the circles and each 
child keeps a score. This makes a good recess game. 
Bean bags are better than balls to throw in the 
classroom. 

(3) Tossing or throwing ball through suspended hoop. 

(4) Tossing to another child. 

(5) Tossing through suspended hoop to another child. 

(6) Toss ball against wall and catch on the fly as it 

rebounds. 

(7) Toss ball against wall and catch on first bounce. 

(8) Toss ball into air and catch. 

(9) Toss ball into air and allow it to bounce once, catch. 

(10) Bounce ball and catch. 

(11) Bounce ball, bat it once to ground with hand, catch. 

(12) Bounce ball, bat it twice to ground with hand, 

catch. 

(13) Bounce ball, bat it three, four, five, six times to 

ground, and catch. 

(14) Repeat backwards, batting from six to one. 

(15) Toss, let bounce once, catch. 

(16) Toss, let bounce once, bat to ground, catch. 

(17) Toss, let bounce once, bat to ground two, three, 

four, five, six times, catch. 

(18) Bounce, bat up into air, catch. 

(19) Bounce hard and catch on fiy as it comes down. 



IT 



Tlirowing and tossing games may be played in a variety 
of ways. 

a. Each player is given a ball. The teacher or leader 
fixes a definite number of times that the ball is to be caught. 
At a given signal all players throw up their balls and catch 
them again, with one or both hands, as rapidly as possible. 
The one who gets through first, without having dropped the 
ball, is the winner. 

b. Players are arranged in ranks, and the ball throwing 
is done in time. 

1. Throwing and catching v/ith both hands. 

2. Throwing and catching with one hand, i. e., throwing with 

right hand and catching with left and vice versa, or 
throvv^ing and catching with right and left alternately. 

3. Throwing v/ith one hand, catching with both hands, wrists 

together at height of shoulder. 

4. Throwing with one hand, catching with two hands, wrists 

crossed. 

5. Throwing and catching in semi-circle. The ball is thrown 

with the right hand over the head and caught with the 
left hand, and vice versa. The arms are extended side- 
wise. 

6. The ball is throvv^n upward with the right hand, crossed 

under the left forearm and caught by the same hand. 

The winner is the one who continues longest without 
dropping the ball. A player missing the ball steps out. 

SEQUENCE OF BEAN BAG GAMES 

1. Carrying Bags. 

Carry bags on head when walking, marching, running, 
skipping. Develops carriage, poise. 

2. Droppmg bags. 

Drop bag on floor. Stoop (knee exercise) or bend 
(trunk exercise) to pick up. Repeat several times in 
succession to signal. 

3. Tossing and catching, 

a. Both hands. 

b. Right hand. 

c. Left hand. 

d. From right to left, etc. 

4. Swisiging bags. (Good pendulum game) . 

Can be taken sitting or standing. The weight on the 

ends helps to make the pendulum more realistic. 
Use both arms equally in this game. 

r~: - 18 



5. Throwing. 

Increase difficulty by increasing distance. 

At object or target, drav/n on the board. 

Into basket or chalk ring drawn on the floor. ■ 

Through hole in inclined board. 

Through suspended hoop. 

To another child. 

To opposite lines. 

Using one bag for each opposite couple. 

Using two bags for each opposite couple, tossing 
bags simultaneously. 
Three lines of children well spaced in all directions so 
that each child has plenty of room. The first three chil- 
dren in the lines the second three, etc., playing together. 
The two children in the outside rows toss bag to each 
other, trying to keep the child in the middle row from 
getting it. If the child in middle rovv^ catches the bag, 
he changes place with the person who threw it. 
Children form circle, one child in center. Children on 
the circle toss bag across the circle to each other. Child 
in center tries to stop it. If he succeeds, he changes 
places with the child who threw the bag when he 
caught it. 

Make the game mcire difficult by having two, three, four 
or even five bags, being tossed across the circle. When 
the game is w^ell understood, more than one child may 
stand in the circle. 

Horizontal lines toss bags successively into chalk ring. 
Next line repeat. The rovv^ which gets most bags 
into the circle wins, 

Jiimpmg ever soccessive bagSo 
Jumping forward. 
Jumping sideways. 
Jumping backwards. 

Relay Saces„ Described in the Hand Book, also in Songs and 
Dances (Stecher). 

In these races the teacher should have a care that the 
children do not get too nervously excited. Make it as 
much a part of the game to do it carefully as to do it 
rapidly. 

Passing Bags, 

In either vertical or horizontal rows. 

Standing in line, pass one bag from hand to hand. 

Sitting at desks, pass one bag along each aisle. 

One cliild laying bag on desk and next picking it up 
and placing on next desk. 
Passing from hand to hand. 

19 



FOLLOW THE LEADER 

Walking. 

On tiptoe. 

Marching and clapping time, front, over head or back. 

Marching and imitating drums, fifes, horns, etc. 

Skipping. 

Hopping, 2 right, 2 left, or 4 right, 4 left, etc. 

Arm swinging. 

Jumping to touch place on wall. 

Land on balls of feet with deep knee-bend. 
Winding in and out among desks. 
Marching quietly and in good position. 

This is good to end with. 

GAMES WITH THE JUMPING ROPE 

One large rope for many players. 
Anybody run in, and all jump together. 

Cliase the Fox. 

Players standing in line, run through at will. Later let 

them run through at every second swing. After that 

let them catch hands by twos and run through at every 

second swing. 
Rope being turned headward toward players run in one 

by one. 
Skip back one by one to place. 
Each person in turn jump once. 
Each person in turn jump tvv^ice, and then run out. Later 

on have this done by twos. 
When a player misses, she either goes to end of line or 

relieves one of the persons who is turning the rope. 

Bakmg Bread. 

Run in with stone in hand. Between jumps, alternately, 
place stone on ground and pick it up again. 

Rock tlie Cradle. 

Swing rope to and from instead of turning it. 
Stand v/ith face, side or back to rope and jump over it as 
it circles footward. 

High Water. 

Rope lying on ground, children step over one by one. 
Lift rope a little higher each time after all the children 
have taken the jump. 

20 



Aiming Plays. 

For accuracy, steadiness of motion. Games preparing for 
quick reaction. Games with the bean bag or ball, rolling, toss- 
ing or throwing games, as described on pages preceding. Inter- 
est in these games will be multiplied by using a variety of 
material and objects which will increase the physical and 
mental difficulty of the game, according to the age and effi- 
ciency of the children. 

Games to Be Played on the Ground. 

a. These may be played by making circles — large, small 
or concentric, b. Lines or squares. They may be played by 
children singly, in groups, or as competitive games, scoring 
points, etc., as per diagrams. For rolling the ball or throv/ing 
the bean bag into 




May throw bean bag into the circle or roll a ball between 
the circles. 






21 



The players may take turns throwing the 
bean bags into the squares. The throY/er stai 
about five feet from the first square. If ; 
falls on a line it does not count, but if throvvn into 
a square it counts as many points as the number 
marked in the square. 



8 



Make a target of concentric circles. Let the 
child aim for the space between two lines. These 
may be marked, from outer to inner, 1 — 2 — 3 — 
4 — 5 — 6 — 7 (the bullseye), and the points may 
count as many as the number marked in the 
circles. ; :;;j 

Or the circles may be colored as follows : The 

bullseye red, the next one white, the third yellow, 
fourth white, fifth green, sixth white and seventh 
blue, and points given only for the circles colored. 

\¥hen the children become more expert, points 
may be given only foi" bullseye. 





22 



Aiming at Clubs. The players stand in a front rank, with 
several feet distance between the members. At some distance 
in front of each is placed a club. Each player, being provided 
with a bean bag, throws it at the club in front of him, trying 
to knock it down. The player doing this the greatest number 
of times is the winner. 

The game may also be played by having two clubs placed 
close together, and the players try to throw the bean bags 
between them without hitting the clubs. The distance between 
the clubs and the players and between the two clubs may be 
varied to increase or decrease the difficulty. 

Rolling the ball to strike objects — wall — basket — between 
objects — making gate, arch or passage way. Game of Ten 
Pins. 

Games of throwing to hit certain definite points on the 
surface or ground, into the basket on the ground or suspended 
against an upright. 

Quoits. Ring Toss — Bag Board through holes of various 
sizes. 




Board with large wooden pegs to catch rings. 
Board with nails to catch smaller rings. 



MAKING A TARGET 

If a bull's eye or target cannot be permanently painted on 
the wall, it is best to use a portable or temporary target m.ads 
of wood or cardboard, so as to discourage unnecessary defacing 
of property. To such a mark a ball or bean bag may be thrown, 
a feather on a cork, arrow, blow pipe or air gun may be used 
for the game. 



23 



GAMES OF BALANCING 

The players place a club with the flat end in the flat palm 
of the right hand. At a given signal they balance it in this 
manner^ the one holding the club in this position longest win- 
ning. 

The game may be increased in difficulty by: (a) placing 
club with the knob in the palm; (b) balancing a wand in the 
same manner; (c) balancing two clubs, one in each hand; 
(e) requiring the players to stand in place and balance without 
moving; (f) balancing wand or club on the tip of a finger, 
or on tip of chin or nose ; (g) a glass of water in hand without 
spilling any; (h) a block or bean bag on head; (i) a wooden 
vessel with water on head; (k) a ball on palm. 

The foregoing sequences give a variety of material for 
competitive games. Other games and athletics may be found 
in the physical training handbook, and also in "Games and 
Dances/' Stecher. 

It is impossible to play games calling for accuracy of 
motion unless many games of discrimination have been played 
calling forth a keen sense of sight, touch and hearing. 



24 



PART Hi 

Quiet games and plays ; the use of number rhymes, riddles 
and other poems to stimulate mental as well as physical reac- 
tions. Some of these rhymes may be used as representative 
games with hands and fingers, others may be played by gi-oups 
of children. These games and plays have been collected to help 
the special class teacher in the instruction of group A and 
group B children. They may also be used in the lower grades 
of the special English Classes and orthopedic classes, 

FINGER PLAYS, NUMBER RHYMES AND RIDDLES 

THE FIVE LITTLE FAIRIES 

Said this little fairy, 
''I'm as thirsty as can be!" 

Said this little fairy, 

"I'm hungry, too, dear me i" 

Said this little fairy, 
"Who'll tell us where to go?" 

Said this little fairy, 

'T'm sure that I don't know !" 

Said this little, fairy, 
"Let's brew some Dew-Drop Tea!" 
So they sipped it and ate honey 
Beneath the m.aple tree. 

Maud Burnham. 

FIVE LITTLE PIGS 

This little piggy went to town, 

To buy a pound of honey, 
This little piggy stayed at home 

To take care of the money. 

This little piggy ate with all his might, 

For he was very greedy ; 
This piggy said, "It is not right, 

He knows that I am needy." 

This piggy cried, "Wee, wee, wee, wee, 

I'm very hungry, please, sir, 
A beefsteak pie v/ill do for me, 

Or a bit of bread and cheese, sir." 



Lets go to the woods, said this pig. 
What to do there, said this pig. 
To fmd our mother, said this pig. 
What to do with her, said this pig. 
To kiss her and kiss her, said this pig. 

(Mms.) 
25 



THE THUMB IS ONE 

The thumb is one, the pointer two, 

The middle finger three ; 
Iving finger four, Kttle finger five. 

And that is all you see. 



There was a little pigeon, 

And when he said, "Coo — coo I" 

Another little pigeon 

Close down beside him flew — 
Then there were Two. 

Two pretty ship^; were sailing, 

As grandly as could be ; 
And "Ship ahoy !" another 

Sailed out upon the sea — 
Then there were Three. 

I had a pretty rosebush 

That grew beside my door ; 
Three roses bloomed upon it 

And soon there came one more — 
Then there were Four. 

Four bees agathering honey — 

The busiest things alive ; 
And soon there came another 

From out the crowded hive — 
Then there Vv^ere Five. 

THE BEEHIVE AND ANT HILL (POULSSON) 

Here is the beehive. Where are the bees ? 

Hidden away where nobody sees. 

Soon they come creeping out of the hive — 

One ! tv/o ! three ! four ! five ! 

Once I saw an ant hill v/ith no ants about ; 

So I said. Dear little ants, won't you please come out? 

Then, as if the little ants had heard my call — 

One ! two ! three ! four ! five ! came out ! 

And that was all. 

By permission of Lathrop, Lee and Sheppard. 

COUNTING THE BUNNIES 

"My bunnies novv^ must go to bed," 
The little rabbit mother said ; 
"But I will count them first to see 
If they have ail come back to me. 

"One bunny, two bunnies, three bunnies dear. 
Four bunnies, five bunnies, yes all are here ! 
They are the prettiest things alive, — 
My bunnies, one, two, three, four, five." 

26 



COUNTING THE CHICKENS 
"My chickens iiO¥/ must go to bed," 
The good hen mother clucking' said, 
"But I will coiiiit them first to see 
If they have all come back to me. 
One chicken, two chickens, three chickens, four, 
Five, six, seven chickens, — still there are more. 
Eight chickens, nine chickens, ten chickens ! Then 
All my chickens have come back!" 
Said good mother hen. 



Among the green leaves of the tall forest trees, 

A little bird il utters and sings; 
Flutters and sings in the soft summer breeze, 

Then lazily folds his tired wings. 

Beneath the cool v/aves of our clear, sparkling lake 

Ty<70 fishes are sporting in play ; 
Sporting in play hieath the waves of our lake, 

Then gracefully swimming away,, 

Within our green meadovv" of sweet-scented hay, 

Three little lambs gambol and leap ; 
Gambol and leap all the long summer day, 
■ Then quietly lie down and sleep. 

All day in our garden of sweet-scented flowers, 

Four bees gather honey and wax; 
Honey and v/ax, through the bright morning hours. 

Then carry it home on their backs. 

Within this same garden of s"weet-scented flowers, 

Five children are busy at play; 
They skip and they sing, through the bright sunny hours, 

And at night-fall they hasten away. 

OVER IN THE MEADOW 
Over in the meadov/, 

In the sand, in the sun. 
Lived an old m.other toad 

And her little toadie one. 
"Wink," said the mother ; 

*T wink," said the one ; 
So she vsdnked and she blinked 

In the sand, in the sun. 

Over in the meadow, 

Where the stream runs blue, 
Lived an old mother fish 

And her little fishes twOo 
"Swim," said the mother; 

"We swim," said the two ; 
So they swam and they leaped 

Where the stream runs blue. 

27 



Over in the meadow, 

In a hole in a tree, 
Lived- a mother bkie bird 

And her httle birdies three. 
"Sing," said the mother ; 

"We sing," said the tiiree; 
So they sang and were glad 

In the hole in the tree.. 

Over in the meadow, 

By the old barn door, 
Lived an old mother rabbit 

And her little bunnies four. 
"Leap," said the mother ; 

"We leap," said the four ; 
So they leaped right through 

The old barn door. 

Over in the meadow, 

In a snug beehive, 
Lived a mother honey-bee 

And her little honeys five. 
"Buzz," said the mother ; 

"We buzz," said the five ; 
So they buzzed and they hummed 

In a snug beehive. 



Hickory, dickory, dock. 
The mouse ran up the clock ; 
The clock struck one. 
The mouse ran down, 
Hickory, dickory, dock. 



LITTLE BIRDIE IN A TREE 

Little birdie in a tree builds a nest for you and me, 

Lays two eggs so small and sweet ; from these, two little birdies 

creep, 
Calling mama, peep, peep, peep ; calling mama, peep, peep, peep. 
We are hungry, peep, peep, peep ; bring us food, mama sweet. 

TWO HANDS I HAVE 

Two hands I have, with fingers eight, 

And two fat, chubby thumbs ; 
They love to dance and skip about, 

And help to gather plums. 

28 



TWO LITTLE BIRDS 

Two little birds sat on a stone, 

One flew av/ay and then there was one. 

The other flew after and then there was none, 

And so the poor stone was left all alone. 

Of these two birds one back again flew. 

The other flew after and then there were two ; 

Said one to the other, "Pray how do you do ?" 

"Very well, thank you, and pray how are you?" 

ONE AND ONE* 

Two little girls are better than one, 
Two little boys can double the fun, 
T\i/o little birds can build a fine nestj,. 
Two little arms can love mother best. 
T¥/o little ponies must go to a span ; 
Two little pockets has my little man,. 
Two little eyes to open and close, 
Two little ears and one little nose. 
Two little elbows, dimpled and sweet. 
Two little shoes on tv\^o little feet, 
■ Two little lips and one little chin. 
Two little cheeks with a rose shut in ; 
Two little shoulders chubby and strong, 
Two little legs running ail day long, 
Two little prayers does my darling say. 
Twice does he kneel by my side each day. 
*From "Rhymes and Jingles," Copyright, 1874, 1904, by 
Chas. Scribner'g Sons. 



Two little thumbkins, friends so true. 
Met one day and said, "How do you do ?" 
(Fingers march toward each other and bow. 
Use all the pairs of fingers.) 

C. F. Minnick. 



TWO ROBIN REDBREASTS 

Two robin redbreasts in their nests had little robins three ; 
The mother bird sat still at home, her mate sang merrily; 
And all the little robins said, "Wee, wee, wee, wee, wee, wee;' 
And all the little robins said, "Wee, wee, wee, wee, wee, wee." 

One day the sun was warm and bright, a-shining in the sky, 
The mother said, "My little ones, 'tis time to learn to fly." 
And all the little robins said, "We'll try, we'll try, we'll try," 
And all the little robins said, "We'll try, we'll try, we'll try." 
The father said, "My little ones, don't try to go too high, 
But fly hke this, then rest a bit, then further by and by." 
And ail the little robins said, "We fly, we fl.y, v/e fly," 
And all the little robins said, "'We fly, v/e fly, we fly." 

29 



I know some little children dear who never fret nor cry, 

But when they're told do this or that, they always say, "I'll 

try." 
Oh, how delightful 'tis to see these little children try. 
Oh, how delightful 'tis to see these little children try. 



Baa, baa, black sheep, 
Have you any wool ? 

Yes, marry, have I, 
Three bags full : 

One for my master, 
One for m^' dame, 

And one for the little boy 
Who lives in the lane. 



Three v/ise men of Gotham, 
Went to sea in a bowl ; 
If the bowl had been stronger, 
My song had been longer. 



Go to bed first, 
A golden purse. 

Go to bed second, 
A golden pheasant. 

Go to bed third, 
A golden bird. 



Two little hands I have, you see, - 
They hang so heavy from my arms, 
And I can raise them, one, tv/o, three, 
And drop them at my side, j^ou see. 

Two little feet I have, you see, 

And they are up to lots of fun, 

For I can stamp them, one, two, three, 

And hold them straight and still, you see. 

Two fingers have I here, you see. 
They dance and hop and jump and play. 
And I can bend them, one, two, three. 
And stretch them up so high, you see. 

Said the first little chicken 

With a funny little squirm, 

I wish I could find a big fat worm. 

Said the second little chicken 

With a queer little shrug, 

I wish I could find a big black bug. 

30 



Said the third little chicken 

With a queer little squeal, 

I wish I could find some nice corn meal. 

Now see here, said the mother, 

From the green garden patch, 

If you want any dinner you can just come and scratch. 



Betty Pringle had a little pig, 
Not very little and not very big ; 
When he v/as alive he lived in clover. 
But now he's dead, and that's all over. 
So Billy Pringle he lay down and cried. 
And Betty Pringle she lay down and died ; 
So there was an end of one, two and three : 

Billy Pringle, he, 
_ Betty Pringle, she, 

And the piggy wiggee. 

THREE LITTLE KITTENS 
Three little kittens, they lost their mittens, 
And they began to cry, 
"0, mother dear, 
We very much fear. 
That we have lost our mittens." 
"Lost your mittens ! 
You naughty kittens ! 
. Then you shall have no pie." 
Mee-ow, mee-ow, mee-ow. 

"No, you shall have no pie." 
Mee-ow, mee-ow, mee-ow. 

The three kittens, they f omid their mittens, 
And they began to cry, 

"0, mother dear. 

See here, see here ! 

See ! V^e have found our mittens !" 

"Put on your mittens, 

You silly kittens, 

And you may have some pie." 
Purr-r, purr-r, purr-r. 

"0, let us have the pie." 
Purr-r, purr-r, purr-r. 

The three little kittens put on their mittens, 
And soon ate up the pie ; 
"0, mother dear. 
We greatly fear, 

That we have soiled our mittens." 
"Soiled your mittens ! 
Yo'u naughty kittens!" 

Then they began to sigh, 
Mee-ow, mee-ow, mee-ow. 

Then they began to sigh, 
Mee-ow, mee-ow, inee-ow. 

31 



The three little kittens, tliey v/ashed their mittens, 
And hung them out to dry ; 

"0, mother dear, 

Do you not hear, 

That we have washed our mittens ?" 

"Washed your mittens ! 

0, you're good kittens. 

But I smell a rat close by, 
Hush ! Hush ! Mee-ow, mee-ov/." 

"We smell a rat close by, 
Mee-ov/, mee-ow, mee-ow." 

EACH MOTHER LOVES BEST 

As I walked over the hills one day, 

It seemed that I heard a mother sheep say : 

"In all this green field there is no other so sweet. 

As my little lamb vdth his nimble feet. 

His eye is so bright and his wool is so white, 

0, he is my darling, my heart's delight!" 

The mother sheep and her little one 

Lay down, side by side, on the hill in the sun. 

Out in the kitchon now what did I see. 

But the old mother cat v^/ith her kittens three. 

Purring away. It seemed to me, 

I heard her whispering soft, said she : 

"My kittens, with tails so cunningly curle'd. 

Are the prettiest things in all the world. 

I'll take my kittens, the kits I love, 

And we'll go to sleep beneath the warm stove." 

I went to the barnyard and saw the old hen 

Go clucking about with her little chicks ten ; 

She clucked and she scratched and she bristled away. 

And what do you think I heard her say ? 

I heard her say proudly : "The sun ne'er will shine. 

On anything like to these chickens of mine. 

Hunt o'er this whole yard and farm if you please, 

I'm sure you'll find nowhere such fine chicks as these." 

I went to the nursery and I saw there 

A mother and baby in rocking chair, 

And these are the words I heard her say, 

As backward and forward she rocked away : 

"The sheep loves her lamb, and the hen her chick; 

The cat loves her kittens, but I have the pick ; 

I have here the sweetest baby of all, 

His love grows for mother as he grows tall." 



32 



FRISKY PONIES 

Five frisky ponies waiting at the gate, 

Shoe them and saddle them, and ride them off in state. 

One pony for my little man, 

Two ponies make a span. 

Three ponies all in a row, "* 

Four ponies all ready to go. 

Five ponies so glossy and bright, 

Up the street and down the street, 

And home again at night. 

the' VENTURESOME CHILDREN 

Five little children climb a tree, 

Higher and higher you can scarcely see ; 

They climb so high, so high, so high. 

Now they fall down in a hole close by. 

Let us hasten and help them out ; 

Poor little things, what were you about ? 

"Here we are unhurt you see. 

Thankful to you as thankful can be ; 

And if e'er again we climb a tree, 

We'll be sure to be careful as careful can be." 

FIVE LITTLE SQUIRRELS UP IN THE TREE 

Five little squirrels up in the tree. 

Said the first little squirrel, what do I see? 

Said the second little squirrel, I smell a gun, 

Said the third little squirrel, oh, let's run. 

Said the fourth little squirrel, let's hide in the shade, 

Said the fifth little squirrel, I'm not afraid. 

Bang, bang, went the gun, and they ran every one. 

Five little squirrels up in the tree. 

Said the first little squirrel, what do I see ? 

Said the second little squirrel, a boy, I declare, 

Said the third little squirrel, where, oh where ? 

Said the fourth little squirrel, let's hide in the shade, 

Said the fifth little squirrel, I'm not afraid. 

Hurrah ! cried the boys, and they all ran from the noise. 

FIVE LITTLE WHITE MICE 

Five little white mice, 
Found a box full of rice. 
And they went to the top. 
With a squeal and a hop. 
To eat all the rice 
They were sure was so nice. 
Five little white mice, 
In a box full of rice. 

33 



FIVE LITTLE MICE 

Five little mice on the pantry floor. 

Seeking for bread crumbs or something more ; 

Five little mice on the shelf up high, 

Feasting so daintily on a pie. 

But the big round eyes of the wise old cat 

See what the five little mice are at. 

Quickly she jumps ! but the mice run away, 

And hide in their snug little holes all day, 

"Feasting in pantries may be very nice; 

But home is the best!" say the five little mice. 

FIVE LITTLE LAMBS 

Five little lambs stood under a tree, 
The first one said, "Come follow me" ; 
The second one said, "Let's keep in line" : 
The third one said, "That will be fine" ; 
The fourth one said, "I'm coming fast," 
And the fifth one said. "I'm the last." 
So after their leader they ran 
Till they came to the fence. 
And they all stood still. 

FIVE LITTLE FISHES 

Five little fishes swam out to sea. 

Said the first little fish, "Who'll race with me?" 

Said the second little fish, "I will, I declare." 

Said the third little fish, "Oh, where, oh, where?" 

Said the fourth little fish, "To the great big shark." 

Said the fifth little fish. "I'll keep the mark." 

Away they all swam — but were soon in the dark. 

THE FAMILY OF FISHES 

I saw five little fishes, 

Swimming in the sea, 
And I said, I really wonder 

Who these fishes all can be. 
Wliy the big one is the Papa, 

And the Mamma comes, you see ; 
There's the brother and the sister 

And the last the baby wee. 
Now hold up five small fingers, 

They are fishes, we will play ; 
No matter how they swim about, 

Together they will stay. 
So the family of the fishes 

Together like to be, 
Close to Mamma and to Papa, 

As they swim about the sea. 

84 



FIVE LITTLE CHICK-A-DEES 

Five little chick-a-dees peeping at the door, 
One flew away and then there were four. 
Four little chick-a-dees sitting on a tree, 
One flew away and then there were three. 
Three little chick-a-dees looking at you, 
One flew away and then there were two. 
Two little chick-a-dees sitting in the sun. 
One flew away and then there was one. 
One little chick-a-dee left all alone. 
He flew away and then there was none. 
Chick-a-dee, chick-a-dee, happy and gay, 
Chick-a-dee, chick-a-dee, fly away. 

THE LITTLE HELPERS 

I've ten little helpers that work for me right well, 

What I would do without them is more than I can tell. 

I've five here, and five there, wherever I may go 

I clap my hands, and there they are all standing in a row. 

These ten little helpers are in a pair, you see, 

A right one, and a left one, in size they both agree. 

I've five here, and five there, wherever I may go 

I clap my hands, and there they are all standing in a row. 



Six little mice sat down to spin. 

Pussy passed by, and she peeped in. 

"What are you at, my little men ?" 

"Making coats for gentlemen." 

"Shall I come in and bite off your threads?" 

"No, no. Miss Pussy, you'll snip off our heads." 

"Oh, no, I'll not, I'll help you to spin." 

"That may be so, but you don't come in !" 

THE DREAM OF A GIRL WHO LIVED AT SEVEN-OAKS 

Seven sweet singing birds up in a tree ; 
Seven swift sailing ships white upon the sea; 
Seven bright weather-cocks shining in the sun ; 
Seven slim race-horses ready for a run ; 
Seven gold butterflies, flitting overhead ; 
Seven red roses blowing in a garden bed ; 
Seven white lilies, with honey bees inside them ; 
Seven round rainbov/s with clouds to divide them ; 
Seven pretty little girls with sugar on their lips ; 
Seven witty little boys, whom everybody tips ; 
Seven nice fathers, to call little maids joys; 
Seven nice mothers, to kiss the little boys; 
Seven nights running I dreamt it all plain ; 
With bread and jam for supper I could dream it all again ! 

— By William Brightly Rands. 

35 



JOHN BROWN HAD A LITTLE INDIAN 
John Brown had a little Indian, 
John Brown had a little Indian, 
John Brov/n had a little Indian, 

One little Indian boy; 
One little, two little, three little Indians, 
Four little, five little, six little Indians, 
Seven little, eight little, nine little Indians, 

Ten little Indian boys. 
Ten little, nine little, eight little Indians, 
Seven little, six little, five little Indians, 
Four little, three little, Iy/o little Indians, 

One little Indian boy. 

DAYS OF THE WEEK 
Little Mouse Sunday found a great big bun. 
Little Mouse Monday wished that he had one. 
Little Mouse Tuesday was fat enough without. 
Little Mouse Wednesday sat down to sulk and pout. 
Said little Mouse Thursday, I'll get one for myself. 
Said little Mouse Friday, there's another on the shelf. 
Little Mouse Saturday began to beg and squeak. 
Come on, said all the seven, we've enough to last a week. 



Said Sunday to the other days, 

Let's all stand in a row. 

So Sunday called to Monday, 

And Monday called to Tuesday, 

And Tuesday called to Wednesday, 

And Wednesday called to Thursday, 

And Thursday called to Friday, 

And Friday called to Saturday, 

And Saturday was the last. 

And when they stood just so, 

Seven in a row. 

The children said "Oh-o ! 

That's just a week, we know." 

THE DREAM OF A BOY WHO LIVED AT NINE-ELMS 
Nine grenadiers, with bayonets in their guns ; 
Nine bakers' baskets, with hot-cross buns ; 
Nine brown elephants, standing in a row ; 
Nine new velocipedes, good ones to go ; 
Nine knickerbocker suits, with buttons all complete ; 
Nine pairs of skates with straps for the feet ; 
Nine clever conjurors, eating hot coals: 
Nine sturdy mountaineers leaning on their poles ; 
Nine little drummer-boys beating on their drums ; 
Nine fat aldermen sitting on their thum.bs ; 
Nine little knockers to our front door ; 
Nine new neighbors that I never saw before ; 
Nine tim_es running I dreamt it all plain ; 
With bread and cheese for supper, I could dream it all again ! 

—William Brightly Rands. 

36 



A LESSON IN ARITHMETIC (ADDITION) 

Ten white eggs in a nest of hay, 

Two warm wings and a downy breast, 

Mistress Hen sits day by day, 
Waiting on her barnyard nest. 

Ten gold fluffs and ten pairs of legs, 
Hungry mouths there are also ten. 

Now in place of hard white eggs, 
Ten wee chicks has Mistress Hen. 



—By '^1xs. A. C. D. Eiley. 



THE PIGEONS 

Ten snowy white pigeons are standing in line, 
On the roof of the barn in the warm sunshine. 

Ten snov/y w^hite pigeons fly down to the ground, 
To eat of the grain that is thrown all around. 

Ten snowy white pigeons sooh floater aloof, 
And sit in a line on the ridge of the roof. 

Ten pigeons are saying politely, ''Thank you !" 
If you listen, you hear their gentle "Coo-roo !" 

— Maud Burnham. 

ONE, TWO, BUCKLE MY SHOE 

One, two, 

Buckle my shoe; 

Three four. 

Shut the door; 

Five, six, 

Pick up sticks. 

Seven, eight, 

Lay them straight; 

Nine, ten, 

A good fat hen ; 

Eleven, twelve, 

A man must delve. 

Thirteen, fourteen, 

Maids a-courting; 

Fifteen, sixteen. 

Maids in the kitchen; 

Seventeen, eighteen, ' 

Maids a-waiting; 

Nineteen, twenty. 

My plate's empty. 



1, 2, 3, 4, 5, 

I caught a hare alive ; 

6, 7, 8, 9, 10, 

I let her go again. 



Ten little fingers and ten little toes, 
Two little eyes, but only one nose. 
Baby said as she smelled the rose, 
"Dearie me, only one nose !" 

Ten little fingers and ten little toes, 
Two little ears, but only one nose. 
Baby said as she smelled the snuff, 
"Dearie me, one nose is enough" 

THE MONTHS 

In January falls the snow. 
In February cold winds blow. 
In March peep out the early flowers. 
In April comes the sunny showers. 
In May the flowers bloom so gay. 
In June the farmer mows his hay. 
In July hotly shines the sun. 
In August harvest has begun. 
September turns the green leaves brown. 
October v/inds then shake them down. 
November fields are bleak and sere. 
December comes and ends the year. 

A LESSON IN ARITHMETIC— SUBTRACTION 

Ten little chick-a-licks going out to dine. 
One fell behind and then there were nine. 
Nine little chick-a-iicks scratching hard for bait. 
One met an angle worm, then there were eight. 
Eight little chick-a-licks tried to count eleven, 
One met a lady bug and then there were seven. 
Seven little chick-a-licks tried some swimming tricks. 
One fell in the water and then there were six. 

Six little chick-a-licks learning how to dive, 
One bumped his head and then there were five. 
Five little chickens when the rain began to pour. 
Crowded 'neath a burdock leaf — then there were four. 
Four little chick-a-licks wet as wet can be. 
One sneezed his noggin off and then there were three. 
Three little chick-a-licks tried to learn to mew. 
One met a pussy cat and then there were two. 

Two little chick-a-licks out to have some fun. 
One broke his funny bone — then there was one. 
One little chick-a-lick left all alone, 
Take him away and then there were none. 

—By Mrs. A. C. D. Riley. 



THE FROGGIES 

Twenty froggies went to school, 
Down beside a rushy pool, 
Twenty little coats of green, 
Twenty vests all white and clean. 
"We must be in time," said they, 
"First we study, then we play. 
That is how we keep the rule, 
When we froggies go to school." 
Twenty froggies grew up fast, 
Bullfrogs they became at last. 
Not once dunce among the lot — 
Not one lesson they forgot — 
Polished in a high degree, 
As each froggy ought to be. 
Now they sit on other logs. 
Teaching other little frogs. 

RIDDLES AND GUESSING RHYMES 
By Prudence M. Kenner 

The love of "guessing" is strong in the child. If he has 
to hunt for a thing, or use his wits to get it, his interest in it 
is much enhanced. The sense of mystery appeals to him, too. 
Therefore children love "riddles" and always have loved them. 
From the legendary riddle of the Sphinx down to the modern 
conundrum, the childlike age has delighted in finding what is 
hidden behind the veil of words. 

The same simple old riddles told by our grandmothers in 
the winter evenings at home, can be used in the school with 
equal interest. The slow child is often stimulated to quicker 
mental action through his desire to guess the riddle, and a 
new interest is added to the subject for every child. 

The following rhymes and riddles, collected from word 
of mouth, old books, modern educational magazines, and some 
originated for the occasion, are simple enough for use with 
young children. 

My name is Jack, and I have no feet. 

Yet I go about at night. 
Pictures I make, though I have no hands. 

When you see me I am white. 

Jack Frost. 



•What is it comes so softly down. 

And lightly as a feather? 
We see it in the winter time, 

And never in hot weather. 
It's soft and cold and very light. 

And gently it comes down. 
Until it spreads a blanket white 

O'er everything in town. 

The Snow. 
39 



Hanging in the winter sun, 
Long and slender, every one; 

Tipped with jewels, flashing bright 
With a rainbow's pretty light. 

Icicles. 



He drives the clouds across the sky, 
And piles the snowdrifts deep and high; 

He creaks the branches all day long, 
And sings a merry wintry song. 

The North Wind. 



It came one calm, but chilly night. 
And coated walks and fences white; 

But all the flowers — oh, dear me! 
Were black and wilted as could be. 

The Frost. 



From the North I come, so cold and white, 

And I do not like the sun, 
I fly about, but I'm not a bird. 

For the children I am fun. 

Snow. 



I am yellow and round, with eyes and nose, 

I've a mouth, but I do not eat; 
I'm large or small, with a light inside. 

And I never have any feet. 

Jack-'o-Lantern. 



From the oven I come, so yellow and sweet ; 
I am spicy and round, and you want me to eat. 

Pumpkin Pie. 



My face is as round as yours, dear child, 

But I have no eyes to see. 
My hands are busy the livelong day, 

As busy as they can be. 
Sometimes I strike, that you may know 

How fast the hours and minutes go. 

The Clock. 

LIGHT RIDDLES 

You see it in the early morn. 
Just at the rosy flush of dawn ; 

At noon 'tis high up overhead. 
At close of day it goes to bed. 

The Sun. 

40 



You love to watch it in the night. 
It gives the starry sky more Hght; 

Sometimes -'tis round, just like a ball, 
Quite often 'tis not seen at all; 

Again it looks just like a bow, 

Which either large or small must grow. 

The Moon, 



One by one they show at night. 

Each one like a tiny light, 
Dotted o'er the dome of sky, 

More than you could count, or I. 

The Stars. 



I often see a silvery boat 
Upon the evening sky afloat. 

The Crescent Moon. 



You surely cannot count them all, 
They are too many — all so small — 

And yet each, like a tiny spark. 
Helps light the sky, however dark. 

The Stars. 



Higher than a house, 
Higher than a tree ; 
Oh, whatever can it be? 



ANIMAL RIDDLES 



A Star. 



All through the long, bright summer days. 
She wanders through the fields to graze, 

Or lies beneath the shade of trees. 
And sniffs the cooling western breeze. 

The hour for milking time she knows 
And gladly to the barnyard goes. 

The Cow. 



A friend of man you often meet 

Upon the busy, bustling street ; 
He keeps most steadily at work. 

He's scarcely ever known to shirk; 
He, does whate'er he's told to do. 

He's ever faithful, kind, and true; 
To right or left, now fast — now slow — 

He always knows which way to go. 

The Horse. 



41 



He wakes up in the morning, 

As early as can be ; 
He gives a lusty greeting. 

To waken you and me; 
His greeting is the queerest. 

Just "Oo-oo-oo-oo~oo !" 
It means, "The sun is rising. 

And pray why are not you?" 

The Rooster. 



He struts about the city street 

And picks up crumbs and grain to eat ; 

His note is just a little "coo"; 
He never seems afraid of you, 

Unless you come a bit too nigh 
And then perhaps av/ay he'll fly. 

The Pigeon. 



With a hop and a bound. 

It is moving around. 
In a soft furry coat — gray or white — 

With its long slanting ears, 
The least sound it hears, 

And disappears swiftly from sight. 

The Rabbit. 



He plays out in the woodland 

All summer merrily. 
He swings from swaying branches. 

He leaps from tree to tree. 
But when, in early autumn. 

The nuts are ripe and brown. 

He goes to work in earnest. 
As they come tumbling down. 

He never thinks of playing, 
But works so steadily 

To hide his winter store away 
In wall or hollow tree. 

The Squirrel. 



SPRING RIDDLES 

On a slender willow bough 

They are busy swinging now. 
But they do not say "meow." 

Pussy Willov/s. 

42 



Like brig-ht-coiored caterpillars, swinging in the breeze, 
You will find them, soft and fuzzy, on some nearby trees. 

Catkins. 



Shut in all the winter long, 

It will soon begin its song ; 
Flowing on in merry play 

To the river, far away. 

The Brook. 



In the ponds at close of day 
You can hear them sing away. 

Frogs. 



It gayly roars the livelong day. 

It blov\^s the fallen leaves away, 
It whips the clothes upon the line 

And snatches hats — oh, there goes mine. 

The March Wind. 



You find it high up on the barn. 

Sometimes upon a steeple; 
It looks abroad on all the land 

And down on all the people. 
It's turned about, this way and that, 

By every wind that blows; 
And though it cannot even crow. 

The compass points it shows. 

The Weathercock. 



It is golden, it is bright, 

And v,^e love its pretty light ; 
When it smiles down from on high. 

How the ice and snow do fly! 

The Spring Sun. 



GAME RIDDLES 

It is a toy quite small and round, 
'Tvdll bound along upon the ground. 

I toss it up, I let it fall, 

I throw it sometimes 'gainst a wall. 

'Tis not a truant, for, you see, 

It always comes straight back to me. 

A Ball. 



43 



It upward flies with greatest ease, 
It rides above the tops of trees; 

Quite like a bird up in the skies 
You see it higher, higher rise. 

Oh, 'tis a pretty, pretty thing, 

When on the breeze it once takes wing. 

A Kite. 



It is a Httle wooden thing, 

All smoothly wound around v/ith string. 
You throw it down, it turns around 

In tiny circles on the ground. 

Upon a single slender leg — 
Perhaps you'd call it just a peg! 



A Top. 



'Tis just a big, big Vv^ooden ring, . 

That runs as fast as anything, 
Along the sidewalk, up the street, 

I keep in step with nimble feet, 
And should it know not where to go, 

My guiding stick the way will show. 

A Hoop. 

SUMMER RIDDLES 

Grows and blooms around the door, 
Has three leaves and sometimes four. 

Clover. 



He flies about from flov^^er to flov/er, 
Is always working every hour. 

The Bee. 



Coat of brown, and vest of red, 
Yellow feet, and small dark head. 

Robin. 



Eed and seldom grows alone, 
Each one has a tiny stone. 



A Cherry. 



Something very sm.all and brown. 
Made of grass and lined with down. 

Wren's Nest. 



44 



Something gold that turns to white 
And then is blown far out of sight. 

Dandelion. 



The smallest, lightest, roundest things; 
Each holds a song and a pair of wings. 

A Bird's Egg. 



Sings a song that's soft and low, 
But we never see it go. 



The Wind. 



As round as an apple, 

As deep as a cup, 
And all the King's horses 

Can't pull it up. 

A Well. 



The following rhymes are by Maude M. Grant : — 
I'm thinking of something round and sweet; 
They're purple and juicy^ and good to eat. 

Grapes. 



They are funny little green things. 
And they sing a little song 

About a. girl named "Katy," 
All the warm September long. 



Katydids. 



It grov/s quite tall on a very straight stalk, 
And its flowers are yellow, quite, 

You see it everywhere in the fall; 
'Tis a very pretty sight. 

Goldenrod. 



It has a cover, back and front, 
■ Its pages bright eyes seek; 
It tells the nicest stories, 
But aloud it cannot speak. 



CHRISTMAS RIDDLES 



A Book. 



An animal vdth horns on its head; 
It helps to pull a jolly saint's sled. 

A Reindeer. 

45 



Somebody with a huge pack of toys, 
For good httle girls and good httle boys. 

Santa Claus. 



Something which on Christmas night 
Is hung by children in plain sight. 

Stockings. 



A wonderful something, fair and bright, 
All colors, and silver, and candlelight. 

A Christmas Tree. 



On the night before Christmas where children must be. 
For Santa v/on't come if they're up, you will see. 

In Bed. 



On bright and happy Christmas Day 
What greeting do the people say? 

Merry Christmas. 

RIDDLES AND GUESSING RHYMES 
(Authorship Unknown) 

Once a raindrop clear and bright, 

Now as hard as stone and white Hail 



I walked in a house and found something to eat; 

I sat on a chair so little and neat ; 

I went up stairs and took a good sleep: 

When the family came home I took a quick leap .... Silverhair 



I once was water dripping down 

From roofs in country and in town ; 

But then I changed myself one night 

Into something long and bright Icicle 



In a small, hard shell I grow, 

What I am you all must know Oyster 



I cannot live in countries cold, 

But in the South I grow ; 

Fm picked and shipped to every town, 

The children love me so . . Orange 



With a face like a dog and with hair on my back, 

I can bark at the men when they come on my track Fox 

?• ;• ■ -:. ' ' .-■ ■ ^ '■■ I 

''''■ ■■"■■":■■ 46 " ' 



I grow up and grow down, 

In country and town, 

I stay just one color 

The whole year round Evergreen Tree 

My head is of sulphur, my body is wood, 

I am useful to big folks, but to children not good Match 

Almost round and pretty color, 

Buy m.e in the store; 

If you squeeze me you may drink me ; 

Children cry for more Lemon 

With eyes so big and true and bright. 

You look at me with great delight Picture 



I am a king of whom you're told, 

Whatever I touched turned into gold. . King Midas 



I'm loved by children and kittens, too ; 

Babies cry for me and pussies mew Milk 



I'm a very big bird, which some day you may see, 

I carry little birds on my back over the sea Crane 



I'm a dear little girl of whom you're all told, 

I met a fierce fellow who was wicked and bold . Red Riding Hood 



They picked me from a bush. 

And dried m.e in the sun ; 
Grandma loves to drink me, 

When her work is done Tea 

I love the snow and so I'll sing, 

Because I am the winter king Snowbird 

You can see me but not hear me, 

I traveled very far ; 
I work and play, yes, every day. 

My home was with a star Sunbeam 

I am neither a horse nor a mule 

You must know. 

But I travel in countries where horses can't go Camel 



47 



I'm a tiny little fellow, 

I play in house and shed, 
My coat is smooth and sleek, you know. 

Because on sweets I'm fed Mouse 



I live in the land of ice and snow, 

Where nothing- but moss and stubby trees grow, 

I'm wrapped all in fur from my head to my toe, 

My dog' pulls my sled through the ice and the snow. .Esquimo 



I wear an apron big and white, 

Because I must be clean and bright. Butcher 



I work so hard the v^^hole day long. 

For papa thinks I am so strong, 

That I can make his house all right, 

And skin the deer he brings at night Squaw 



I like to go around your neck. 

To keep you warm, you know ; 
For once I lived on others' backs. 

Out in the rain and snow Fur 



A little skin, a little stick. 

With a sharp stone between; 
I can wound and I can kill. 

Is easy to be seen Bow and Arrow 



Round and very warm am I, 

Used by young and old. 
Little girls are fond of us. 

When it is so cold Muff 



They put me in the oven, 

And baked me pretty brown ; 
Mamma whitened all my top. 

And made my sides all round Cake 



You could not do without m€, 

Especially when 'tis cold; 
You put me in an iron box, 

For me you dare not hold Fire 



Many brothers grow together. 

Where the sun is warm ; 
If you skin us you may eat us. 

Then we'll do no harm Banana 

48 



I love the ice, for then I know, 

I can make you happy, 

As on me you go Skates 



When I come to your house. 

Sometimes you will cry, 
"Oh, please make me well. 

Or else I'm sure I'll die" Doctor 

RIDDLES AND GUESSING RHYMES 

(From Pinafore Palace) 

Riddle me, riddle me, riddle me ree, 
Perhaps you can tell me what this may be. 



In marble walls as white as milk, 

Lined with a skin as soft as silk; 

With a fountain crystal clear, 

A golden apple doth appear. 

No doors there are to this stronghold. 

Yet thieves break in and steal the gold. 



Thirty white horses upon a red hill, 

Now they tramp, now they champ, now they stand still. 



Black within and red without: 
Four comers round about. 



Little Nan Etticoat, 
In a white petticoat. 
And a red nose; 
The longer she stands. 
The shorter she grows. 



As round as an apple, as deep as a cup, 
And all the king's horses can't pull it up. 



Long legs, crooked thighs, 
Little head, and no eyes. 



Higher than a house, higher than a tree, 
Oh, whatever can that be ? 



Down in a dark dungeon I saw a brave knight. 
All saddled, all bridled, all fit for the fight. 
Gilt was his saddle, and bent was his bow ; 
Thrice I've told you his name, and yet you don't know. 

49 



Humpty Dumpty sat on a wall, 

Humpty Dumpty had a great fall ; 

Not all the King's horses, nor all the King's men, 

Could set Humpty Dumpty up again. 



Elizabeth, Elspeth, Betsy and Bess, 
They all went together to seek a bird's nest 
They found a bird's nest with five eggs in, 
They all took one, and left four in. 



As soft as silk, as white as milk, 
As bitter as gall, a thick wall, 
And a green coat covers me all. 



Ac- T we^t throiio-h the p-arden srai). 
WhoFi ^h^nlr! T meet but Dick Red-cap! 
A «ticV i-n his ha"^d. p stone in his throat: 
"^f you'll tell me this riddle. I'll give you a groat. 



T wp"P,t to the wood and cot it : 

T 53!5t me down fund looked at it; 

Thp more T lof^kerl at it the less T liked it: 

Ard T bror'^-ht it hoime because I couldn't help it. 



There was ^ <Ti"^l ir nvir town. 

p-ilV artd pa'^'^T' ■^^'■RF' her ?r'T'^'"n. 

F'ilk Rv' "^at^'n. ^old J^nd velvet. 

Gue^E her n.^me. three times T've tell'd it. 



As I was going to St. Ives, 

I met a man with seven wives ; 

Every wife had seven sacks, 

Every sack had seven cats. 

Every cat had seven kits. 

Kits, cats, sacks and wives, 

How many were going to St. Ives ? 



Two legs sat upon three legs 

With one leg in his lap ; 

In comes four legs. 

And runs away with one leg. 

Up jumps two legs. 

Catches up three legs, 

Throws it after four legs, 

And makes him bring back one leg. 



50 



As I was going o'er Westminster bridge, 
I met with a Westminster scholar ; 

He pulled off his cap, an' drew off his glove, 
And wished me a very good morrow. 
What is his name? 



Flour of England, fruit of Spain, 

Met together in a shower of rain ; 

Put in a bag tied round with a string, 

If you'll tell me this riddle, I'll give you a ring. 



I had a little nut tree, nothing would it bear, 

But a silver nutmeg, and a golden pear. 

The King of Spain's daughter came to visit me. 

And all because of my little nut tree. 

I skipped over water, I danced over sea, 

•And all the birds of the air, they couldn't catch me. 



There is one that has a head without an eye, 
And there's one that has an eye without a head : 

You may find the answer if you try ; 
And when all is said. 
Half the answer hangs upon a thread ! 

— Christian G. Rossetti. 

DO YOU GUESS IT IS I? 

I am a little thing; 

I am not very high; 
I laugh, dance and sing. 

And sometimes I cry. 

I have a little head 

All covered o'er with hair, 

And I hear what is said 
With my two ears there. 

On my two feet I walk; 

I run too with ease; 
With my little tongue I talk 

Just as much as I please. 

I have ten fingers too. 

And just so many toes ; 
Two eyes to see through. 

And but one little nose. 

I've a mouth full of teeth. 

Where my bread and milk go in ; 

And close by, underneath. 
Is my little round chin. 

51 



What is this little thing, 

Not very, very high. 
That can laugh, dance and sing? 

Do you guess it is I ? 

— ^Eliza Lee Follen. 

I AM A GOLD LOCK 

(First Child) 1. I am a gold lock. 
(Second Child) 2. I am a gold kfty. 

1. I am a silver lock. 

2. I am a silver key. 
1. I am a brass lock. 

2. I am a brass key. 
1. I am a lead lock. 

2. I am a lead key. 
1. I am a monk lock. 

2. I am a mon-key. 

(First Child) 1. I went up one pair of stairs. 
(Second Child) 2. Just like me. 

1. I went up two pairs of stairs. 
, 2. Just like me. 

1. I went into a room. 
2. Just like me. 
1. I looked out of a window. 

2. Just like me. 
1. And I saw a monkey. 
2. Just like me. 

WHO LIKES THE RAIN? 

"I," said the duck, "I call it fun. 
For I have my pretty red rubbers on ; 
They make a little three-toed track 
In the soft, cool mud — quack ! quack !" 

*T!" cried the dandelion, "I! 
My roots are thirsty, my buds are dry," 
And she lifted a towsled yellow head 
Out of her green and grassy bed. 

"I hope 'twill pour! I hope 'twill pour!" 
Purred the tree-toad at his ofray bark door, 

"For, with a broad leaf for a roof, 
I am perfectly weather-proof." 

Sang the brook : "I laugh at every drop, 
And wish they never need to stop 
Till a big, big river I grew to be. 
And could find my way to the sea." 

"I," shouted Ted, "for I can run, 
With my high-top boots and rain-coat on. 
Through every puddle and runlet and pool 
I find on the road to school." 

— Clara Doty Bates. 

62 



Tit-tat-to! All in a row! 

I build a steeple with lots of people, 

Then I shut the door, for we can't have any more 

In the House of Tit-tat-to. 



MOTHER'S KNIVES AND FORKS 

These are mother's knives and forks. 

And this is mother's table, 
This is mother's looking glass, 

And this is the baby's cradle. 



WASH DAY 

This is the bench, so strong and steady. 

That holds the tubs when the washing's ready; 

Here is the washboard — 

"rub-a-dub-dub" — 

That holds the soap and stands in the tub ; 

This is the pail, made of shining tin. 

That mother, dear, puts the water in; 

This is the boiler, deep and bright. 

Where the water boils with all its might; 

This is the line so firmly strung. 

On which the clothes, so white, are hung ; 

This is the prop that holds up the line. 

So on the clothes the sun may shine; 

Here are the clothespins, all in a row. 

That fasten the clothes while the wind doth blow; 

Then, after they're dry. 

In the basket they'll go. 

And we'll sprinkle them over, so and so. 

That mother may iron them all with care. 

For father and brother and me to wear. 

— L. E. CalvOT 



Every day when we have our dinner. 

Our table is very small. 
There's room for father, mother, sister, baby and me, 

And that's all. 
But when Thanksgiving comes, and company. 

You'd scarce believe your eyes, 
That very self-same table stretches 

Until it is just this size. 



53 



HOW THEY SLEEP 

Some things go to sleep in such a funny way : 

Little birds stand on one leg and tuck their heads away ; 

Chickens do the same, standing on their perch ; 

Little mice lie soft and still as if they were in church ; 

Kittens curl up close in such a funny ball; 

Horses hang their sleepy heads and stand still in a stall ; 

Sometimes dogs stretch out, or curl up in a heap ; 

Cows lie down upon their sides when they would go to sleep. 

But little babies, dear, are snugly tucked in beds, 

Warm with blankets, all so soft, and pillows for their heads. 

Bird and beast and babe — I wonder which of all 

Dream the dearest dreams that down from dreamland fall. 

— Unknown. 

THE SNAIL 
The Snail lives in his hard, round house, 

In the orchard, under the tree; 
Says he, "I have but a single room; 

But it's large enough for me." 
The Snail in his little house doth dwell 

From week's end to week's end; 
You're at home. Master Snail ; that's all very well, 
But you never receive a friend. 

— Unknown. 

LULLABY 

When little birdie bye-bye goes, 

Quiet as mice in churches. 
He puts his head, where, no one knows : 

On one leg he perches. 
When little baby bye-bye goes. 

On mama's arm reposing. 
Soon he lies beneath the clothes. 

Safe in cradle, dozing. 
When pretty pussy goes to sleep, 

Tail and nose together ; 
Then little mice around her creep, 

Lightly as a feather. 
When little baby goes to sleep. 

And he is very near us. 
Then on tiptoe softly creep. 

That baby may not hear us. 

A meadow for the little lambs, 

A honey hive for bees. 
And pretty nests for singing birds 

Among the leafy trees. 
There's rest for all the little ones 

In one place or another, 
But who has half so sweet a place 

. _ _ 54 



As baby with her mother? 
The little chickens cuddle close 

Beneath the old hen's wing, 
Peep, peep, they say, we're not afraid 

Of dark or anything. 
So safe and snug they nestle there 

The one beside the other, 
But safer, happier by far, 

Is baby with her mother. 

LITTLE ROBIN REDBREAST 

Little Robin Redbreast sat upon a tree. 
Up went pussy-cat, and down went he; 
Down came pussy-cat, and away Robin ran; 
Said little Robin Redbreast, "Catch me if you can." 
Little Robin Redbreast jumped upon a wall. 
Pussy-cat jumped after him, and almost got a fall; 
Little Robin chirped and sang, and what did pussy say ? 
Pussy-cat said naught but "IView," and Robin flew away. 

THE BARNYARD 

When the farmer's day is done. 

In the barnyard, ev'ry one. 

Beast and bird politely say, 

"Ihank you for my food to-day." 

The cow says, '"Moor' 

The pigeon, '"Cooi" 

The sneep says, "Baa!" 

The lamb says, "Maa!" 

The hen, "Cluck! Cluck!" 

"Quack!" says the duck; 

The dog, "Bow Wow!" 

The cat, "Meow!" 

The horse says, "Neigh! 

I love sweet hay !" 

The pig, near by. 

Grunts in his sty. 

When the barn is locked up tight. 

The farmer says, "Good-night!" 

Thanks his animals, ev'ry one, 

For the work that has been done. 

— Maud Burnham. 



Cock crows in the morn, 

To tell us to rise ; 
And he who lies late 

Will never be wise. 
For ;early to bed, 

And early to rise, 
Is the way to be healthy 

And wealthy and wise. 

55 



SEE THE CHICKENS ROUND THE GATE 

See the chickens round the gate, 
For their morning portion wait; 
Fill the basket from the store, 
Open wide the cottage door; 
Throw out crumbs, and scatter seed, 
Let the hungry chickens feed; 
Call them now, how fast they run, 
Gladly, quickly, every one. 

Eager, busy hen and chick, 
Ev'ry little morsel pick ; 
See the hen with callow brood, 
To her young how kind and good; 
With what care their steps she leads 
Them, and not herself she feeds. 
Picking here, and picking there. 
Where the sweetest morsels are. 

As she calls, they flock around. 
Bustling all along the ground; 
When their daily labors cease, 
And at night they rest in peace; 
All the little tiny things. 
Nestle close beneath her wings; 
There she keeps them safe and warm, 
Free from fear, and free from harm. 

SELLING FRUIT 

I am a little gardener, with fresh, ripe fruit to sell ; 
And if you'll please to buy from me, I'll try to serve you well. 
We see your basket is quite full of diff 'rent kinds of fruit. 
And we should like to buy from you, if you'll make prices suit. 
I've apples green and cherries red; I've yellow lemons, too, 
And plums and grapes and oranges, which I shall sell to you. 
Now open wide your ready hands, and catch the fruit I throw, 
And when my stock is all sold out, I'll buy from one of you. 
(To be played with colored balls.) 

THE LITTLE PONY 

Run, run, run! 

Oh, what jolly fun! 

Where 'tis smooth and where 'tis stony, 

Trot along, my little pony! 

Oh, what jolly fun! * 

Run, run, run, run, run! 

Hop, hop, hop! 

Pony, do not stop ! 

Do not kick, and do not stumble, 

Do not tire, and do not grumble; 

Pony, do not stop! 

Hop, hop, hop, hop, hop! 



66 



Hey, hey, hey. 

Up now, and away! 

Darling pony, trotting, pacing, 

Never stopping, running, racing. 

Up now, and away! 

Hey, hey, hey, hey, hey. 

Ho, ho, ho, 

We'll not further go. 

Now 'tis time that I should feed you. 

Soon again to ride I'll need you. 

We'll not further go, 

Ho, ho, ho, ho, ho. 

THE SAWYER 

Let us now begin our sawing. 
Forward, backward, pushing, drawing. 
Sawing, sawing wood into 
Little pieces, now some large ones ; 
See-saw, see-saw, see-saw, see! 

CLOCKS AND WATCHES 

Great big steeple clocks say, 

Tick-tock, tick-tock; 
Little mantle clocks say, 

Tick-tock, ticTc-tock, tick-tock, tick-tock! 
And the little tiny watches, 

Tick-a-tock-a, tick-a-tock-a, tick-a-tock-a, tick. 



Voice plays and dramatic games that may be used in 
connection with teaching the phonic sounds — helping muscular 
adjustments of the throat and speech co-ordinations ; especially 
urged to be tried out with group "A" children and classes hav- 
ing children with defective speech. 

Page 
Me-yow The Kitten and the Bow- 
wow Neidlinger 1 

Patter The Rainy Day " 4 

Cut-cut-ca-da-cut Mr. Rooster and Mrs. 

Hen Cock-a-doodle-doo • " 9 

Ma-ba The Little Lamb " 11 

Blow-blow The Robin's Song " 17 

Wobble-wobble . . Mr. Duck and Mr. Turkey " 32 
Gobble-gobble . . . 

Tchuff The Train Bentley Primer 54 

Peep The Bird's Lullaby " " 48 

Honk Honk-Honk " " 42 

Sliz — 7, Scissors Grinder " " 41 

Ing-Ong Ding Dong " " 34 

Jog My Old Dan "* " 10 

Zum The Bee " " 8 

57 



Tick-Tock The Clock Bentley Primer 

Playing Indian " Book No. 1 

Ki-yi-boom Indian Calls " 

Cock-a-doodle-do " 

Peep Where do all the Chick- " 

ens go ? " 

Moo Mooley Cow " 

Co-boss Co Boss " 

Toot-ing-ch The Train 

Horses' Hoofs " 

Choo-Honk The Automobile " 

Oo-oo-oo The Wind 

Pitter-patter The Raih 

The Echo 

Baa Baa Black Sheep . . . Lilts and Lyrics 

Tick Tock " " 

Echo Play Songs of a Little 

Child's Day 
Whoo-ding-a- 
ding-dong-click- 

ety-clack-zum .The Train " " 

Coo-oo-roo Dove Talk " " 

Baa The Sheep 

Hm-bubble The Tea Kettle Gaynor Book 1 

Zum The Bumble Bee " 

Caw-caw The Crow " 

Click-a-tick-a-tickThe Telegraph " 

Ding-ding-ding . . The Flagman " 

Hr-r-r-r-r The Woodpecker " 

Moo-Moo Milking Time " 

Tick-tock Hickory, Dickory Dock . . " 

'ssh Ding Dong . -^ " 



6 
18 
19 
24 

26 
28 
29 
62 
64 
80 
88 
89 
92 
1 
20 

88 



86 
62 
53 

88 
84 
34 
88 
78 
55 
50 
38 
38 



Games and Songs for General School Woirks 

Physical Training Handbook No. 1 Stecher 

Games and Dances Stecher 

Singing Games, Old and New Hofer 

Popular Folk Games and Dances Hofer 

Song Primer Bentley 

Song Series, Book I Bentley 

Songs of the Child World, Parts I and II . . Gaynor 

Lilts and Lyrics Riley and Gaynor 

Small Songs for Small Singers Neidlinger 

Dramatic Games and Dances for Little 

Children Crawford 

Finger Plays Poulsson 

Songs of a Little Child's Day Poulsson 

Rhythmic Instrumental Selections for the Piano 

The Rhythms of Childhood Crawford and Fagg 

Instrumental Sketches Hofer 

Music for the Child World Hofer 

Rhythmic Action Plays and Dances Moses 

58 



Suitable Stories to Be Told and Dramatized 

Mother Stories ■ Lindsay 

More Mother Stories Lindsay 

In Story Land Harrison 

Pinafore Palace (a book of rhymes) Wiggin and Smith 

In the Child's World Poulsson 

Fairy Tales, Volumes I and II Lansing 

For the Story Teller Bailey 



» Methods and Stories 

For the Children's Hour Bailey and Lewis 

How to Tell Stories to Children Bryant 

More Stories to Tell Children Bryant 

Household Stories for Little Readers Klingensmith 



INDEX 

Page 

A Lesson in Arithmetic — Addition 35 

A Lesson in Arithmetic — Subtraction 38 

Baa-Baa-Black Sheep 30 

Betty Pringle T 31 

Clocks and Watches 56 

Competitive Games and Races 6, 19, 24 

Counting the Bunnies ; 26 

Counting the Chickens 27 

Days of the Week 36 

Dramatic Plays 6 

Each Mother Loves Best 32 

Exercise the Large Muscles 6 

Five Frisky Ponies 33 

Five Little Chick-a-Dees 36 

Five Little Fairies 25 

Five Little Fishes 34 

Five Little Lambs 34 

Five Little Mice 33 

Five Little Pigs 25 

Five Little Squirrels 34 

Five Little White Mice 33 



59 



■i 



Page 

Games, Aiming (Target) 15, 21, 22, 23 

" Balancing • 24 

" Ball 16, 17, 18 

Bean Bag 18, 19 

" Competitive Races 6, 19, 24 

" Follow the Leader 20 

" For the Daily Program 6 

" For the Open Air Classes 8 

" For the Open Window Classes 8 

" For the Orthopedic Classes 8 

" Jumping Rope 20 

Go to Bed First 30 

Hickory-Dickory-Dock 28 

How They Sleep 54 

I Am a Gold Lock 52 

John Brown Had a Little Indian 36 

Let's Go to the Woods 25 

List of Books containing Songs, Games, Stories 58, 59 

List of Supplementary Games 7 

Little Birdie in a Tree 28 

Little Robin Red Breast 55 

Lullaby 54 

Mixed Classes 5 

Mother's Knives and Forks 53 

Number Games 27 

One and One 29 

One, Two, Three, Four, Five 38 

One, Two, Buckle My Shoe 37 

Our Table 53 

Over in the Meadow 27 

Physical Training Exercises 5 

Regular Classes 5 

Special " 5 

B and C Groups 5 

A, B and C Groups 5 

" Work for the A and B Groups 6 

Riddles and Guessing Rhymes 39 to 51 

Rhythmic Exercises 6 

Said the First Little Chicken 30 

See the Chickens Round the Gate 56 

Selling Fruit 56 

60 



Page 

Sgiisg ExGrcisGs • 8 

Sight (a) With People: Hiding Games. . 9 

(b) With Things 10 

(c) With Qualities of Things 11 

" " Hearing (a) With People 12 

(b) With Things 13 

Touch 13 

Smell 14 

" " Combining and Grouping 14 

Sensory Motor Exercises 15 

Six Little Mice 35 

Ten Little Chick-alicks : 38 

Ten Little Fingers and Ten Little Toes 38 

The Barnyard 55 

The Bee Hive and Ant Hill 26 

The Dream of a Boy Who Lived at Nine Elms 37 

The Dream of a Girl Who Lived at Seven Oaks 35 

The Family of Fishes 34 

The Little Helpers 35 

The Little Pony 56 

The Months 38 

The Pigeons 37 

The Sawyer 56 

The Snail 54 

The Thumb is One 26 

The Venturesome Children 33 

There Was a Little Pigeon 26 

Three Little Kittens 31 

Three Wise Men of Gotham 30 

Tit-tat-to ^ 53 

Twenty Froggies Went to School 39 

Two Hands I Have 28 

Two Little Birds 29 

Two Little Thumbkins 29 

Two Robin Red Breasts 29 

Voice Plays 57 

Wash Day 53 

What I Have 30 

Who Likes the Rain 52 



